Developmental Lesson Plan

Teacher Candidate: Abigail Hurd Date: 10/23/17

Group Size: 20 Allotted Time 40 Grade Level 3rd

Subject or Topic: Skeletal and Muscular System

Common Core/PA Standard(s): Standard - 10.1.3.B

Identify and know the location and function of the major body organs and systems.

Learning Targets/Objectives:
1. The students will be able to differentiate between the three types of muscles by completing a
graphic organizer and short activity.
2. The students will make a prediction on how their muscles will be able to move when they
are cold.

Assessment Approaches: Evidence:

1. The students will create a graphic organizer. 1. The teacher will monitor the students notes
2. The students will complete an exit slip. in their graphic organizer.
. 2. The teacher will grade the exit slip.

Assessment Scale:

8-10: Advanced
5-7: Proficient
2-4: Basic
0-1: Below Basic
Subject Matter/Content:
Prerequisites:
Knowledge of bones and joints.
Knowledge of tendons, ligaments, and tissues.

Key Vocabulary:
Muscle: a bundle of tissues in a human or animal body that has the ability to contract. This
causes movement.
Smooth Muscle: Muscles found in blood vessels and internal organs.
- Involuntary muscles
Cardiac Muscle: Muscle found in your heart
- Involuntary muscles
Skeletal Muscle: muscles that move your body
- Voluntary muscles
Voluntary Muscle: a muscle that we can control, these muscles are what help us move.
Ex: Leg
Involuntary Muscle: muscles that move on their own.
Ex. heart and digestive system

Content/Facts:
Graphic Organizer:
1. Smooth Muscle
- Definition
- Involuntary muscle
- Draw picture (picture on powerpoint)
2. Cardiac Muscle
- Definition
- Involuntary muscle
- Draw picture (picture on powerpoint)
3. Skeletal Muscle
- Definition
- Voluntary muscle
- Draw picture (picture on powerpoint)

Inquiry:
After placing hand in ice water, it should be harder to move hand muscles.
Introduction/Activating/Launch Strategies:

- The teacher will review the previous two days with the students (Bones and Joints Lessons)
- The teacher will ask them if they remember what allows our bones and joint to move?
- The students will answer muscles.
- The teacher will play this video as an introduction to the lesson
- How Your Muscles Work by KidsHealth.org on YouTube
https://www.youtube.com/watch?v=f_F5UwtdPOc

Development/Teaching Approaches
- The teacher will hand out the graphic organizer sheet (see attached)
- The teacher will ask the students to fill out what they remembered from the introduction
video
- The teacher will play the powerpoint that will display the definitions and pictures of the three
types of muscles
- Throughout each muscle group the teacher will have the students feel their muscles
- - Smooth muscles: place your hand over your stomach, your stomach muscle is an
involuntary muscle, this means that it is moving without our control
- -Cardiac muscle: place your hand over your heart, your heart muscle is involuntary as well.
This means that it is moving without our control
- -Skeletal Muscle: Place your hand on your bicep and bend/straighten your elbow, this
muscle is voluntary, you are controlling it.
- Play https://www.youtube.com/watch?v=-IEZacwE5Z0
- Have the students follow along in the video and dance with the instructor
- Remind students of the importance of moving muscles to keep them healthy and strong
- Transition into the inquiry activity
- Have students more to their science groups
- Pass out the Inquiry handout (see attached)
- Ask the students what they think would happen to our muscles if they are placed in cold
water
- Have the students make their predictions on the handout
- Pass out the trays with Ice water buckets
- Have the students place one hand in the bucket for 60s
- Have them take their hands out and try to move their hand
- Have the students answer the rest of the handout
- Have the students fill out an exit slip about muscles
Closure/Summarizing Strategies:

- Collect the exit slips

- Ask the students t praise their hands and share one thing they learned from the day.
- Introduce tomorrows lesson on muscle and joint injuries
- If there is time, play some of the learn to move video

Accommodations/Differentiation:
For a student with a somatosensory impairment I would allow them to take notes while other
students complete the ice water activity. Visually seeing what takes place will give them the
needed information for the inquiry.
Materials/Resources:

Guided notes handout

Inquiry handout
Powerpoint
Videos
Ice Water
Buckets
Trays

Buckley, D. (2011). Interactive science. Boston, Mass. : Pearson, c2011.

Carin, A. A., Contant, T. L., & Bass, J. E. (2005). Methods for teaching science as inquiry.
Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall, c2005.

Pruitt, B. E., et al. Prentice Hall Health. Boston, Mass. : Pearson/Prentice Hall, c2007., 2007.
EBSCOhost, search.ebcohost.com/login.aspx?

Wealth, D. J., & Glisan, E. M. (2005). Know your body : skeletal and muscular systems. San
Antonio, TX : PCI Educational Publishing, 2005.

[Move to Learn MS]. (2012, October, 16). Move To Learn Lets Move! [Video File]. Retrieved
from https://www.youtube.com/watch?v=-IEZacwE5Z0

[KidsHealth.org]. (2014, September, 24). How Your Muscles Work [Video File]. Retrieved from
https://www.youtube.com/watch?v=f_F5UwtdPOc

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

1. Are my accommodations strong enough?
2. Could I make the graphic organizer more engaging?
3. Are there too many videos?

Personal Reflection Questions

Additional reflection/thoughts